Education for sustainable development in Japan and Malaysia: a comparative study among engineering undergraduates

Abstract

Purpose This study aims to examine the impacts of education for sustainable development subject(s) offered at University A, Japan and University B, Malaysia on the attitude and perception toward environment, social and economic issues of sustainability among the engineering undergraduates of the institutions from different countries. Design/methodology/approach A questionnaire survey was administered to 108 engineering students at University A, Japan and 117 engineering students at University B, Malaysia to measure their attitudes and perceptions toward sustainability. Findings The findings suggested that the sustainable development courses offered at University A, Japan, have developed positive attitudes and perceptions on environmental and social sustainability issues. The subjects on sustainable development offered at University B, Malaysia have developed positive attitudes and perceptions on the environmental issues of sustainability. Respondents from both universities, Japan and Malaysia, have not properly developed positive attitudes and perceptions toward economic sustainability issues. The findings also revealed that geographical boundaries have no influence toward the development of the attitude and perception toward sustainability issues. Originality/value This study provides insight into the attitude and perception toward the three pillars – environment, social and economic – of sustainability among engineering undergraduates from two different institutions of two different countries that apply different pedagogic strategies in education for sustainable development in educating undergraduates on sustainable development.

The Confronts of Edutourism in the Post-COVID-19 Pandemic Era: A Malaysian Perspective

“…These ideas on sustainable development integrate policy and process management in institutions and communities (Balakrishnan, 2021). Consequently, there is a consensus that SE, as a force, phenomenon, or tool in contemporary education, involves issues of ethics, equality, and new ways of thinking and learning (Balakrishnan et al, 2021). The UN Agenda 2030 outlines 17 SDGs to be reached by 2030.…”